<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nur Huda</style></author><author><style face="normal" font="default" size="100%">Eli Rohaeti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE FACTORS THAT INFLUENCE THE MOTIVATION TO LEARN CHEMISTRY OF UPPER-SECONDARY SCHOOL STUDENTS IN INDONESIA</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry learning anxiety</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">cross-sectional research</style></keyword><keyword><style  face="normal" font="default" size="100%">Indonesian upper-secondary school students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1693507707.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The role of motivation in chemistry learning has long been explored and has become an exciting research topic worldwide. The aim of this study was to explore whether gender, class and students' anxiety influenced the motivation to learn chemistry among upper-secondary school students in Indonesia. The Chemistry Motivation Questionnaire II and the Chemistry Anxiety Questionnaire were used to examine the influence of multiple predictors through multiple linear regression analysis tests. Participants in this study were 1,211 upper-secondary school students in Indonesia. This study proves that gender has a significant influence on students' motivation to study chemistry, with female students being more motivated to study chemistry than male students. Interesting research results can be seen in the anxiety variable anxiety, specifically in the chemistry learning anxiety aspect, which has a negative correlation with motivation to study chemistry. The regression model of the three factors revealed in this study accounts for 13.8% of the overall proportion of upper-secondary school students' motivation to study chemistry in Indonesia. The results of this study were corroborated using the interview transcript data with 10 students, who extracted several other predictors to influence motivation to study chemistry, including learning experience, learning environment, and digital literacy.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">615-630</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Eli Rohaeti</style></author><author><style face="normal" font="default" size="100%">Anti Kolonial Prodjosantoso</style></author><author><style face="normal" font="default" size="100%">Irwanto</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESEARCH-ORIENTED COLLABORATIVE INQUIRY LEARNING MODEL: IMPROVING STUDENTS’ SCIENTIFIC ATTITUDES IN GENERAL CHEMISTRY</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">collaborative inquiry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">general chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service chemistry teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">research-oriented learning</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific attitudes</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1581269848.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Promoting students’ attitudes, a part of affective domains is a major goal in higher education. Unfortunately, only a few studies were available related to the improvement of pre-service chemistry teachers’ attitudes as this domain was rarely explored using a mixed teaching approach. In this quasi-experimental research, we investigated the effect of the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in improving students’ scientific attitudes. A total of sixty-four (6 males, 58 females) first-year pre-service chemistry teachers at the Department of Chemistry Education of a public university in Indonesia attended the General Chemistry course. In order to collect the data, the Scientific Attitudes Scale and Interview Protocol were administered. The data were then analyzed using t-test and thematic analysis. The results of the t-test revealed that students in the experimental group obtained significantly greater scores than the ones of the control group regarding their scientific attitudes. After analyzing the interview data qualitatively, students who were exposed to non-traditional teaching approach had stronger learning interests and enjoyed the chemistry lectures. In conclusion, REORCILEA model could be considered more effective in improving students’ scientific attitudes compared to conventional teaching methods.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">108-120</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Irwanto</style></author><author><style face="normal" font="default" size="100%">Eli Rohaeti</style></author><author><style face="normal" font="default" size="100%">Anti Kolonial Prodjosantoso</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNDERGRADUATE STUDENTS’ SCIENCE PROCESS SKILLS IN TERMS OF SOME VARIABLES: A PERSPECTIVE FROM INDONESIA</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic majors</style></keyword><keyword><style  face="normal" font="default" size="100%">grade levels</style></keyword><keyword><style  face="normal" font="default" size="100%">science process skills</style></keyword><keyword><style  face="normal" font="default" size="100%">undergraduate students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1539418101.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research explored the level of students’ basic and integrated Science Process Skills (SPS) based on their academic majors, gender, and grade levels at the end of a chemistry laboratory course. Convenience sampling was used to select 298 undergraduate students at the Yogyakarta State University, Indonesia. A survey method was used, and the data were collected using the Basic SPS (BSPS) and Integrated SPS (ISPS) Observation Checklist. The results showed that the students’ basic and integrated SPS were considered medium and low respectively. Furthermore, there was a significant gap in the students’ performance based on their majors, gender and grade levels. Surprisingly, it was found that the perception and social convention that males are stronger than females in science appears not to be the case among students. Moreover, there was a moderate positive and significant correlation between students’ basic and integrated SPS. Students with a high basic SPS score had the tendency to obtain a higher integrated SPS score. Therefore, it is concluded that prior to starting lab course activities, lecturers need to determine their students’ process skills in order to plan in such a manner that they can assist to raise their students’ current basic and integrated SPS.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">751-764</style></section></record></records></xml>